ルーブリックをもちいた評価の好事例について，留学など教育目標が抽象的に設定されやすい領域，学習成果の評価が教育改善に結びついている事例などを対象に，アメリカへの訪問調査を実施した。本稿では大学３件と機関研究の支援組織２件について論じた。ルーブリックの利用は大学内部の評価をより妥当なものとするが，大学コンソーシアムにおけるルーブリックの利用は，個別大学をこえて評価の信頼性を確保するとともに，大学の多様性にも対応していた。留学の評価について，留学から期待される成果を学生にあらかじめ考えさせ，帰国後に省察的学習をうながすことは多くの大学で行われていたが，留学の成果を帰国後の学習にいかに結びつけるかを，留学にさきだって学生に計画させている大学もあった。ルーブリックを活用した評価は，学生調査の実施やデータ分析をしばしばともなう。アメリカにはそれらを支援する組織があり，機関研究の水準を高めていた。To explore the good practices of evaluation utilizing rubrics in higher education, a site visit to the United States was carried out. Examples were chosen mainly from the domain where educational goals were often set abstractly, such as study abroad, and/or the institutions that the outcomes assessment were tied to the educational improvement, in the wider framework of institutional research. Cases of student writing in Carleton College, study abroad in small Wabash College, study abroad in large-scale University of Georgia, and two support organizations of institutional research were discussed. The assessment in the universities became more appropriate by using rubrics. In addition, using rubrics in the university consortium enhanced the reliability of assessment across the individual university, and also accepted the diversity of universities. As for the outcomes assessment of study abroad, in many universities, a student must report prospective results before starting abroad and actual outcomes after returning home. However, in a university, a student should plan how to tie the outcomes of studying abroad to his/her leaning after returning home. Evaluation utilizing rubrics often accompanies by the student survey and the data analysis. There are organizations which support such works and improve the quality of institutional research in the United States.